From Knowledge to Action: Exploratory examples of integrating learning into national adaptation plans

Learning is essential for advancing national adaptation plan (NAP) processes, especially when it is collective and deliberate. However, there is limited documented evidence of governments embedding such learning in their NAP processes or the resulting impacts.

This research examines how collective and deliberate learning was integrated into and supported within the NAP processes of Côte d’Ivoire, Peru, and Rwanda, drawing on document reviews and interviews. The goal is to inspire decision-makers by providing practical examples of how learning can drive impactful climate change adaptation outcomes.

For each country, we documented three types of evidence for collective and deliberate learning within the NAP process:

• activities designed to acquire and disseminate new knowledge on adaptation across multiple actors and institutions,
• resulting changes in attitudes, behaviours, or practices, and
• factors that enabled the acquisition, dissemination, and application of new knowledge on adaptation across multiple actors and institutions.

Countries are encouraged to adopt and document the three types of evidence discussed in this report to advance the integration of collective and deliberate learning into their NAP processes.

Related content 

• REPORT | Integrating Learning into the National Adaptation Plan Process

Publisher: International Institute for Sustainable Development (IISD)